Lesson 3: What goes in to a layer?
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In this lesson we'll take a brief look at what layer a variety of assessments belong in as well as the purpose of each layer. To do so, the image below provides a great starting point.
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source: http://perc.mspinnyc.org/?p=533
Keep in mind these are only a very small selection of assignments that can be included and are presented from my own personal experience as a Regents Physics teacher, but can be modified to fit a large variety of situations.
C Layer
The C Layer represents the basic information that all students need to know in order to have demonstrated minimum competency in the content area. As such, this layer typically is associated with 65 - 75 percent of the available points for a unit. This layer is associated with the Knowledge and Comprehension levels of Bloom's Taxonomy.
Some teachers (myself included) find it beneficial to separate the C Layer into two subgroups of activities representing the analytical and creative sides of the brain. While students may demonstrate an inclination toward one area over the other, most of the time it is unrealistic to allow students to spend all of their time learning through purely creative or analytical means and instead need to provide a level of balance in their learning process. By attaching minimum requirements to each side students will be required to spend a substantial amount of time using both the analytical and creative sides of their brain, while still being allowed a level of freedom to be drawn more toward one than the other.
To achieve this I require students to complete at least 30 points from each side in a 75 point C layer. Additionally, since I teach a science course with a lab requirement I also require a minimum number of labs (typically two) to be completed in the C layer.
Left Side
Since the left side of the brain is the analytical side of the brain, the assessments and activities are aimed at ensuring students gain specific information aimed toward the Knowledge and Comprehension levels of Bloom's Taxonomy. Some of the assignments and assessments associated include, but are certainly not limited to:
- Notes - can be taken during lecture, at home from the book, or through a variety of other sources. Some students just don't do well with sitting and listening to a lecture so they are provided with alternatives that will meet the standards associated with the lecture being given.
- Video summary - students can be provided with a link or a collection of resources that they can use to watch at their own pace, being able to pause or rewind for clarification.
- Vocabulary quizzes - used to ensure students have foundational vocabulary that they will need to learn the information.
- Create a crossword / word search with the vocabulary from the unit
- Homework assignments - drawn from a variety of sources including worksheets, textbook work, available computer sources such as Castle Learning, as well as any other traditional homework source. This not only provides choice, but if students do not have a textbook where they are, they always have additional options to draw from to learn the information.
- Reading quizzes - I use these to reinforce that students should be exposed to the information before coming to a lecture, as will be highly beneficial to students upon entering college.
- Quizzes - Students can use these to gauge their progress before having to take a summative test at the end of a unit.
Right Side
The right side of the brain is the creative side of the brain so the assignments and assessments are concerned with getting students to do or create something to demonstrate their learning or to acquire information. Some of the assignments and assessments associated include, but are certainly not limited to:
- Labs - this is where students are able to get their hands on the information with a guided structure. Feel free to set specific days that labs will be available to minimize any hazardous situations that may arise.
- Create a cartoon that shows a topic / concept from the unit - Kids often spend a good deal of time doodling, so why not make this productive?
- Write a one page paper connecting the concepts from the unit to a sport / real-life activity / game - This allows students to make their own connections between information in class and the outside world.
- Find a demonstration on the internet that shows a concept from the unit, then explain how this demo / video explains the concept - Again, might as well put their time spent meandering through the internet to good use.
- Create a poster that explains the concepts from the unit - Some kids just need to collect all of the information and display it in a more visual manner.
- Write a skit / song that teaches about a concept from the unit.
- Create a children's book that teaches about a concept from the unit (could potentially go into the B layer depending on the subject area / age level).
This portion is all about releasing the inner artist in a variety of ways. You'll be surprised what kids will come up with.
B Layer
The B Layer is where students are asked to step up to the Application and Analysis levels of Bloom's Taxonomy. In this layer students are asked to go beyond the information and begin to do something with it that they traditionally would not be asked to do. This layer often represents 10 - 20 percent of the available points for a unit. Students are often asked to work collaboratively with other students in this layer to get to a deeper understanding of the concepts or to solve a real-world problem that connects to the information being learned. Some of the assignments and assessments associated include, but are certainly not limited to:
- Partner Test - This is one of my favorite assignments because I ask students to work much harder than they typically would. The questions I ask are never simple. When working on 2-dimensional motion I require them to solve a 3-dimensional problem. When working with magnetism I ask them to design a transportation device that functions using the concepts from the unit and to explain all of the pieces that would need to be put into place in order for this device to work. The possibilities are nearly endless, but students are forced to think in depth about the concept and rely on their partner to help piece together the puzzle.
- Teach a younger student about how a device works and have that student explain it to the teacher - As we all know, one of the best ways to learn something is to teach it to someone else. This also produces an incredible since of community that sustains interest in your class for years to come.
- Create a lab that proves a mathematical equation / concept from the unit - Students not only have to know the information, they have to be able to think about how to prove it.
- Write a 2-3 page paper on how a device works, using the concepts from the unit - Research is an incredibly valuable skill to have and instilling the curiosity to ask how things around us work is very valuable.
These assignments are often much more customized to the specific concepts being addressed within the unit than the C layer assignments and require students to think critically about the information from a different perspective.
A Layer
The A Layer forces students to synthesize and evaluate a variety of topics. This layer relies on open-ended questions that require students to think critically about the world while struggling with issues such as ethics, morals, and stating an opinion while backing it with concrete information. Many popular choices include current research, debates, and the like. Questions asked during this can be as open-ended or as guided as you like, but should always deal with the real-world in a way that is not often asked of students. Some ways in which these questions can be presented include, but are certainly not limited to:
- Create a power point presentation
- Write a 3-5 page paper
- Participate in a debate
- Create a scale model to solve a problem
- Present an oral presentation
This layer relies on the teacher to begin to push the boundaries and get students truly involved in their learning as well as their community and the world at large.
Summative Assessment
At the end of a unit (or two units) there will likely be a summative assessment of some capacity, be it a project or a test. Whatever summative assessment is used, the instructional strategies and assignments used should allow students to become successful.
Assessment
For your assessment for Lesson 3 identify 20 common assignments and / or assessments that you give to your students using traditional teaching techniques and determine which layer in. What do you notice about their positioning in the layers? Are there some layers that are nearly empty? If so, do you think you are reaching all of your students throughout the course of instruction?
Navigate to: Implementation of Layered Curriculum | Lesson 2: What does Layered Curriculum look like? | Assessment: Layered Curriculum